EDUCATIONAL INCLUSION DEMANDS AND INSTITUTIONAL DECLARATIONS IN THE SPEECH-LANGUAGE PATHOLOGY PROFESSION IN CHILE

The study aims to critically and inclusively analyze the institutional statements of Chilean universities regarding the training in Speech-Language Pathology, identifying the theoretical rehabilitation models that underpin these discourses and their connection to inclusive education. A theoretical-deductive method was adopted, based on a priori categories corresponding to four theoretical models: Medical-Biological, Bio-Psycho-Social, Social, and Ecological Human Development. Data collection involved the systematic gathering of public institutional documents —graduate profiles, program descriptions, missions, and visions— available on the official websites of 30 Chilean universities. These documents were considered as primary sources representative of the training approaches declared by the institutions. The analysis was carried out through qualitative coding using Atlas.ti software, guided by previously validated keywords aligned with each model. A functional discourse strategy was applied, identifying themes, main ideas, and secondary ideas, enabling the interpretation of the theoretical frameworks embedded in each statement. Interpretation was strengthened through theoretical triangulation and expert review, ensuring methodological validity and rigor in the critical reading of the data.